Physical Education Teacher Resilience: The Influence of Perceived Mattering and Teacher Emotions

• In Event: Student and Teacher Motivation and Attitude in Physical Education

Abstract

The purpose of this study was to examine the relationships among teachers’ perceived mattering, their emotional experiences while teaching, and their self-reported resilience. Teacher emotions were tested as the personal characteristic that may mediate the relationships between mattering and feelings of resilience. Physical educators (N = 379) participated in a cross-sectional survey. Structural equation modeling was used to explore hypothesized relationships. Results showed that perceptions of physical education mattering predicted perceived teacher mattering. Subsequently, teacher mattering predicted teacher enjoyment and anxiety and both emotions were linked to resilience (enjoyment as positive, anxiety as negative). Emotions appeared to mediate the relationship. Therefore, for teachers, enjoyment is important as it can buffer marginality beliefs and enhance resilience in day-to-day teaching.

Authors

• Kelly L. Simonton, University of Wyoming
  Presenting Author

• Kevin Mercier, Adelphi University
  Non-Presenting Author

• K. Andrew R. Richards, University of Illinois at Urbana-Champaign
  Non-Presenting Author

• Karen Lux Gaudreault, University of New Mexico
  Non-Presenting Author